Heather E. Douglas: Science, Policy, and the Value-Free Ideal     

José Luis Luján 《Science & Education》2013,22(4):873-875

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Geological risk assessment for cultural heritage conservation in karstic caves     

Eneko Iriarte  Miguel Ángel Sánchez  Alberto Foyo  Carmen Tomillo 《Journal of Cultural Heritage》2010,11(3):250-258

The increasing awareness of some local and international authorities has promoted the appearance of new legislation and the rising of research works focused in the prevention of damage to the cultural heritage in karstic caves. Nevertheless, karstic areas usually imply complex studies, and a universal methodology is very difficult to establish. This work exposes the basic methodology for the geological risk assessment in archaeological site and/or rock art bearing karstic caves getting a strategy that provides flexibility to adjust specific methods according to the conditions of different cases. The integrated use of basic geological (mapping, petrology, stratigraphy…) and geotechnical (rock mass quality analytical methods and indexes) techniques used in engineering geology is proposed. Those techniques permit the geological characterization of the rock mass, the hazard identification and the analysis and the geological risk assessment of the research area. Obtained geological risk areas could be included in protection areas that could be used as the basis for the selection of the areas where further investigations and the application of prevention/mitigation measures would have a better cost/benefit ratio. The geological risk should be considered together with other type risk evaluations in order to define effective protection areas.  相似文献   

Spanish renaissance cosmography: modest or modern?     

Fernández-Armesto  Felipe 《Metascience》2010,19(1):147-148

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THE GENETIC ASPECTS OF HIGH INTELLIGENCE     

H. Drábková 《High Ability Studies》1991,1(2):191-196

A cohort of 71 pairs of twins was studied in a project which started within the decade 1965 to 1975. The total level of intelligence (global IQ) and the level of particular intellectual components have been examined annually since the twins were two years of age. The data were analysed by comparing monozygotic and dizygotic twins. The results revealed that high intelligence is influenced much more by hereditary than exogenous factors. Furthermore, there is an irregularity in the development of intellectual level from childhood to adulthood. Consequently, decision making about children cannot be carried out on the basis of a single IQ evaluation. A cluster analysis demonstrated the importance of hereditary factors not only on intellectual level, but also on the pattern of intellectual development.  相似文献   

Smiling in infants     

M Tautermannová 《Child development》1973,44(3):701-704

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Gynecological and health profile of prostitutes     

K Nedoma  J Sípová 《Isis; an international review devoted to the history of science and its cultural influences》1973,64(222):425-427

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A conceptual framework for the reform of educational administration     

Graciela Ruíz Durán 《Prospects》1977,7(1):65-72

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HUMAN BEHAVIOR FOR SOCIAL WORK PRACTICE: A DEVELOPMENTAL-ECOLOGICAL FRAMEWORK By Wendy L. Haight & Edward H. Taylor     

Reviewed by Cándida Madrigal Assistant Professor of Social Work  Darlene Yee-Melichar Professor/Coordinator of Gerontology 《Educational gerontology》2013,39(7):638-639

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Impact of question-answering tasks on search processes and reading comprehension     

Raquel Cerdán  Eduardo Vidal-Abarca  Tomás Martínez  Ramiro Gilabert  Laura Gil 《Learning and Instruction》2009,19(1):13-27

This study examined the effect of (a) high- and low-level questions and (b) reading the text before the questions asked on performance, delayed text recall, and deep text comprehension, as well as on specific text-inspection patterns. Participants were 37 undergraduate students who answered either high- or low-level questions using the software Read&Answer to read and answer questions on the computer screen. Additionally, half of the sample read first a text and then answered the questions (reading-first condition), whereas the other half answered the questions without having read the text in advance (no-reading-first condition). All participants had the text available to search for the answer. Results indicated that high-level questions facilitated deep comprehension but not immediate performance or delayed recall of text, independently of the reading condition, and that high- and low-level questions differentially affected text-inspection patterns.  相似文献   

The organization of educational research in the Czechoslovak Socialist Republic     

Emilie Langová  Anna Střížová 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1962,8(1):78-81

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